![]() ![]() The above video is from the Learning Station which also has it on CD. ![]() ![]() This one is super fun because it ends so fast. Here my recommendations for movement that to reinforce fast/slow (faster/slow). (C) Move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement. Little bodies love to move! Also, Texas included movement in the update of the standards. Here is a song lyrics video of the song as well to be used in your classroom.įinally, I use Vocal Explorations on the Move which I created to, not only appeal to the boys but to practice fast/slow which also reinforcing high and low (with airplanes versus submarines). Jamie Parker has a wonderful collection of resources to accompany this book including vocal explorations and a listening lesson incorporating “In the Hall of the Mountain King.” Here is a video of Michael Rosin reading the story aloud. This lesson is found in the MusicPlay curriculum for 1st Grade and in the Pre-K Spotlight on music textbook from McMillan.įor kindergarten, I like using the Book We’re Going a Bear Hunt by Michael Rosin and Helen Oxenbury. After the children are familiar with the song, we sing it with different children acting out the parts of the cat and the mice. We discuss why we’re singing slowly and quietly during the majority of the song and then louder and faster at the end. I begin by singing it alone a capella as if I’m telling a story. Here is the notation of the song courtesy of Beth’s Music Note. Because it comes after loud/quiet in the lessons sequence, this song is also really great for reinforcing beginning dynamics. The Old Gray Cat is my absolute favorite song for focusing on fast/slow with young students. Here is my scope of what skills are taught throughout the grade levels regarding tempo. I hope everyone looking for ideas will be able to take away at least one idea from each of these posts.Īlright, enough explanation! Let’s get to it!įast and slow is a concept that is I usually teach in Pre-K and reinforce in Kinder using these standards (Texas Essential Knowledge and Skills)ġD: Identify same/different in faster/slower in music performances.ĦC: Compare same/different in faster/slower in musical performances. Now, I’m swimming in technology being in such a blessed technology-rich district. When I started teaching, I had one teacher desktop computer. These activities can be adapted to your school’s level of technology available. This series will include my personal favorite activities, songs, and videos that I use in my music classroom with my students. I hope to cut through some of that for my overwhelmed music teacher friends with my new blog series: My Favorite Resources for Teaching (Fill in the Blank). Because there is so much, it can be hard to really dig deep to get to the best activities to teach various concepts. Now, it seems, we’ve gone the other way regarding the access to resources we have. We’ve come so far with the amount of both free and paid resources at our disposal as well access to the expertise of fellow teachers of all subject areas and grade levels. I was lucky to have a music teacher mentor in my district but, at my campus, I was completely alone. There were not these online communities of music educators on social networking. There was no Pinterest or Teachers Pay Teachers. I don’t know about you but my first few years of teaching were about surviving. ![]()
0 Comments
Leave a Reply. |